排序方式: 共有69条查询结果,搜索用时 15 毫秒
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Phyllis C. Blumenfeld Elliot Soloway Ronald W. Marx Joseph S. Krajcik Mark Guzdial Annemarie Palincsar 《教育心理学家》2013,48(3-4):369-398
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained. 相似文献
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The Role of Dialogue in Providing Scaffolded Instruction 总被引:1,自引:0,他引:1
Annemarie Sullivan Palincsar 《教育心理学家》2013,48(1-2):73-98
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The Morning Message is a commonly implemented activity in early childhood settings, appearing as a part of the daily schedule
in many classrooms. However, there is limited research on what are the most effective ways to use the Morning Message to promote
print awareness. The goal of this paper is to present suggested guidelines for implementing the Morning Message in early childhood
classrooms based on print related research. Ten guidelines for supporting effective implementation of the Morning Message
are discussed. 相似文献
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Annemarie Navar-Gill 《Popular Communication》2018,16(3):211-224
Conversations surrounding relationships between media fans and media industries frequently categorize fans according to their degree of industrial incorporation or resistance, for instance, as either “affirmational” fans who uncritically celebrate media on industrial terms or “transformational” fans who engage in critical and non-sanctioned forms of participation. Drawing on interviews with participants in the Veronica Mars Kickstarter campaign, this article connects rhetoric used by these fans to longstanding issues around patronage in fine arts, arguing these historical discourses provide a way to deepen our understanding of how fan audiences relate to media industry interests. The complex, asymmetrical relations that exist between patrons and artists they sponsor offer a valuable model for a type of fandom experience that does not fit neatly into the existing typology. 相似文献
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Annemarie H. Hindman Lori E. Skibbe Alison Miller Marc Zimmerman 《Early childhood research quarterly》2010
The current study investigated the extent to which child, family, and classroom factors during Head Start are related to children's literacy and mathematics skills at the beginning of preschool and through first grade. Children and families (n = 945) were participating in the Family and Child Experiences Survey (FACES), a large-scale data collection effort that assessed children's developing skills as well as their family and classroom environments. Longitudinal growth models revealed that Head Start children began their academic careers well below their more advantaged peers in literacy and mathematics, although by the end of first grade, their scores were nearly on par with national averages. Demographic characteristics of children, as well as their early language and social skills, were the strongest predictors of children's initial status and growth in both early academic domains. Results highlight key foundations and specific promotive factors of early school success for the nation's most disadvantaged children. 相似文献
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Research Findings: In order to identify the active ingredients in an effective professional development intervention focused on enhancing preschool vocabulary instruction, this study examines the frequency with which teachers and children discussed theme-related vocabulary words during shared book reading. Head Start teachers received 1 year of training focused upon early vocabulary development. Children's vocabulary skills were assessed in the fall and spring of the school year. In spring, teachers read a storybook to their classroom, and teachers’ and children's remarks about theme-related vocabulary during the reading—including contextualized and decontextualized statements as well as verbatim repetitions of one another's statements—were coded. Practice or Policy: Results of multilevel models showed that more frequent references to thematic vocabulary by teachers were linked to stronger child vocabulary development. Although children's vocabulary references were not uniquely predictive of vocabulary learning, teachers’ repetition of children's remarks contributed to children's vocabulary gains. 相似文献
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